COURSE DESCRIPTION
An in-depth analysis of theories and principles about intergroup relations, with special attention given to the social psychology of minorities. Topics include an historical and comparative review of research and theory in intergroup relations; current theory and research on social identity, stereotypes, attitudes; and applications of the literature to contemporary societal problems. This class meets the Gender, Race, and Ethnicity requirement for the 1997-2013 catalogs. Recommended: Psychology 312-Social Psychology.
Note: This is  a seminar class, NOT a lecture class, so come prepared to be involved in class discussions of the readings.

COURSE OBJECTIVES
The purpose of this course is to introduce students to the concepts and tools necessary for the study of intergroup relations. To successfully complete this course, students must demonstrate competency in 12 objectives that, if successfully met, will allow students to

1. Evaluate, appreciate, and constructively criticize published articles in intergroup relations.
2. Apply intergroup relations' theories to explain the status of marginalized and disemfranchised groups.
3. Know how to apply strategic solutions to the plight of ethnic minorities, women, people with disabilities, and other oppressed groups.
4. Understand and justify methodological and theoretical strengths and limitations of published studies.
5. Use appropriate computer and web venues to find appropriate intergroup relations articles.
6. Use the literature to write and justify a research question in at least one area of intergroup relations.
7. Derive testable hypotheses from the intergroup relations literature.
8. Describe and evaluate validity strengths and weaknesses of intergroup relations findings.
9. Describe and propose alternative explanations to intergroup relations findings.
10. Analyze the role of privilege and power in the relationship between oppressed and oppressor.
11. Write reports using correct APA (or MLA) styles.
12. Respond with informed answers to class discussions on intergroup relations topics.

Allport, G. W. (1954).  The nature of prejudice (1st ed.).  Menlo Park, CA: Addison Wesley Publishing Company Inc.
Hogg, M. A., & Abrams, D. (2001) Intergroup relations: Readings in social psychology. Philadelphia: Psychology Press.
Postmes, T., & Branscombe, N. R. (2010). Rediscovering Social Identity: Key Readings. New York: Psychology Press. 

REQUIRED JOURNAL ARTICLES can be found at the
university's library system:
Boring, Edwin G.(1951). The woman problem. American Psychologist, 6, 679-682.
Eagly. A., & Eaton, A., rose, S. M., Riger, S., & McHugh, M. C. (2012). Feminism and psychology: Analysis
    of a half-century of research on women and gender. American Psychologist, 67, 211-230. 
Eagly. A., & Steffen, V. (1984). Gender stereotypes stem from the distribution 
    of women and men into social roles. Journal of Personality and Social Psychology, 
    46, 735-754.
Devine, P. G., & Elliot, A. J. (1995). Are racial stereotypes really 
    fading? The Princeton trilogy revisited. Personality and Social Psychology 
    Bulletin, 11, 1139-1150. 
Mohr, J. J.; & Fassinger, R.  E. (2006). Sexual orientation identity and 
    romantic relationship quality in same-sex couples. Personality and Social 
    Psychology Bulletin, 32, 1085-1099.
Patterson, C. J. (2006). Children of lesbian and gay parents. Current Directions 
    in Psychological Science, 5, 241-244. 
Tyler, T. R., & Barry, H. (2009). The other side of injustice: When unfair procedures 
    increase group-serving behavior. Psychological Science, 20, 1026-1032. 
Winerman, L. (2011, September). Closing the achievement gap: Could a 15-minute gap intervention boost 
     ethnic-minority student achievement? Monitor in Psychology, 42(8), 36-40. 
    (http://www.apa.org/monitor/2011/09/achievement.aspx)
Word, C. O., Zanna, M. P., & Cooper, J. (1974). The nonverbal mediation of 
    self-fulfilling prophecies in interracial interaction.Journal of Experimental 
    Social Psychology, 10, 109–120.

1. Writing_the Research Report  --  http://methods.fullerton.edu/appa.html
2. Psych_Web Resources (Russ Dewey) --http://www.psychwww.com/
3. Elements_of Style (Strunk & White) --http://www.bartleby.com/141/index.html
4. American_Psychological Assoc. --http://www.apa.org/
5. American_Psychological Society --http://www.psychologicalscience.org
6. Western_Psychological Association --http://www.westernpsych.org
7. Social_Psychology Network --http://www.socialpsychology.org/
8. Classics in the History of Psychology --http://psychclassics.yorku.ca/
9. Encyclopedia of Psychology --http://www.psychology.org
10. APA style--worth browsing --http://www.apastyle.org    
    
11. English writing tutorials --http://owl.english.purdue.edu/
12. Understanding Prejudice --http://www.understandingprejudice.org/
13. Common Objectives [Prejudice reduction] --http://www.jigsaw.org/ 
    
14. Multicultural Psychology -- http://www.psychwatch.com/multi_page.htm
15. Psychology Degree Information -- http://www.psychologydegree.net/ 
    

CLASS SCHEDULE

GRADING

TESTS 1 & 2: Tests will consist of class readings and discussions. Multiple choice, fill in the answer, and essay questions will comprise the tests (50 points each).

MEDIA PROJECT With the technological changes we are witnessing, more than ever it is important to have tech-literacy. In this class you will have the choice of creating an enhanced (a) Powerpoint presentation, a (b) webpage with mulitple levels or frames, or (c) a short video-documentary. These media projects will be required in this class for each student, in lieu of individual presentations--given the large size of this class. The topic of this project will be applying social psychology to an intergroup issue, such as reducing prejudice/discrimination of a target group, improving positive intergroup behavior, or any other topic that is of interest to you in the social psychology of intergroup relations. The goal is to be informative,demonstrate knowledge from this course, and use research-based evidence. Possible groups you may use in this assignment include:  

The media project must:

1. provide an "Executive Summary" of what it will present
2. include a precise statement of the problem/issue to be presented/discussed or a call to action
   
3. provide relevant, theoretical and empirical sources substantiating the problem/issue
4. elaborate a method or a "how to" approach to solution(s) of the problem/issue
5. build a list of resources and sources that will be needed in your stated solution(s)
6. outline a "Plan of Action" that provides specific steps
7. explain what possible "Lesson's Learned" may emerge from your plan
8. present "best practices" in solution-based strategies
   
9. delineate possible limitations and shortcomings to your plan--substantiate throgh sources

CLASS PAPER: For this paper you will do a formal research paper using a top-bottom approach.  Specifically, you will pick any of the theories we discuss in class, and then you will examine the literature to see how well the theory's predictions (top) receive support in the literature (bottom). Although you can use some of the articles we will be reading for class, you will also need to use an additional ten articles published in the last two years. If you like, you can based your writing in the same problem area you chose for your webpage, but keep the emphasis unique to each assignment (75 points). Due date listed in class schedule. (Paper proposal is optional)

EVALUATION Criteria for course papers:

1. Defining an appropriate, limited topic.
2. Selection and description of appropriate literature.
3. Reasonable application of psychological principles and research methodology.
4. Thoughtful discussion of implications of the research.
5. Writing, including proper use of APA or MLA styles, grammar, syntax, style, etc.

CHATROOM PARTICIPATION -- Chatrooms will be created in Blackboard for student discussion and contributions. The chatrooms will be divided by (a) reactions to class readigns, (b) class material in the news, (c) blogging on topics from class, and (d) increasing intergroup harmony. Student participation is required in all four chatrooms, with 15 points allocated to these activities. Grades on these activities will be based on a 1-page summary that each student will write documenting participation. More instructions will be given in class (due on the last day of classes).

FINAL EXAM -- The final exam will be comprehensive and based on class materials, class discussions, and class papers. Multiple choice, fill in the answer, and essay questions will comprise the final (80 points).

1. Per the CSUB University Catalog and pursuant to Title 5, California Code of Regulations, § 41301. Standards for Student Conduct, CSUB students must adhere to laws, rules, standards, responsibilities, and expectations inherent with being a CSUB student. Specifically, acts of student misconduct such as academic dishonesty, interference with instructional activities, activities endangering the well being of the university community, as well as criminal activity of any kind will result in disciplinary actions, including expulsion and/or referal/involvement of local, state, and federal law enforcement angencies (see p. 90-91 of the 2011/13 catalog ---http://www.csub.edu/catalog/2011-2013_regularlyUpdated/pages/012.pdf).  
2. Make-up exams given only in the event of medical emergencies.
3. Late papers or assignments will NOT be accepted.

This course can satisfy your Gender, Race, and Ethnicity (GRE) requirement.  For fall quarter 2011, Goal 1 will be assessed in this class. The goals and objectives of the GRE requirement are:

 Goal 1. The course should have, as its principal focus, some aspect of the lives, roles, contributions, perspectives, and experiences of the particular group(s) discussed whether they be women or more specific ethnic and racial groups. Discussion of these groups needs to be set within a broadly defined context, one that might not be limited by national boundaries.

Objective a. Students taking the course should be able to demonstrate an understanding of the broad processes of multicultural/global issues related to issues of gender, race, and/or ethnicity.

            Assessment of this objective will occur in your exams.   

Objective b. Students taking the course should be able to compare and contrast issues of gender, race, and/or ethnicity across different cultures.
            Assessment of this objective will occur in your exams.

Goal 2. Relevant scholarship on the course topic, in historical context, should be an important part of course readings and discussions. Attention to past and present theoretical approaches should be incorporated into the course readings and discussions. 

Objective a. Students taking the course should be able to compare past and present discipline-specific theories related to gender, race and/or ethnicity.
            Assessment of this objective will occur in your exams.

Goal 3. The course should incorporate viewpoints of individuals whose lives may differ in terms of gender, race, and ethnicity.

Objective a. Students taking the course should be able to compare and contrast viewpoints of individuals whose lives differ in terms of gender, race, and/or ethnicity.
            Assessment of this objective will occur in your class paper.

Goal 4. The course should identify the structure and dynamics of domination and subordination. The course should include critical analyses of how cultural and societal assumptions about gender, race, and ethnicity function in individuals' lives.

Objective a. Students taking the course should be able to identify the structure and dynamics of domination and subordination in gender, race and/or ethnicity.  
            Assessment of this objective will occur in your exams.                                                                    
Objective b. Students taking the course should be able to analyze the ways in which cultural and societal assumptions about gender, race and/or ethnicity function in individual’s lives.
            Assessment of this objective will occur in your web-discussions/class blog.

Goal 5. The course should include the use of pedagogical techniques that encourage student participation, to enable them to be active learners and critical thinkers, and to examine their personal values.

Objective a. Students taking the course should be able to demonstrate critical thinking skills about issues of gender, race and/or ethnicity.               
            Assessment of this objective will occur in your Project and in your Media Project.                                                    
Objective b. Students taking the course should be able to identify how their personal values relate to and have changed regarding issues of gender, race and/or ethnicity.
            Assessment of this objective will occur in your web-discussions/class blog.

WRITING ASSISTANCE & RE-WRITES
The purpose of the following is not to discourage outside assistance, but to enable me to more accurately assess student writing. Outside writing assistance must be limited to identifying and drawing your attention to writing problems. You must do the actual corrections and revisions yourself. If you do obtain outside assistance for your writing, then you need to: (a) tell me and identify the source of help, (b) make sure that your tutor understands and agrees to the stated policy, and (c) hand in, along with your term paper, all of the written work that you showed to your writing tutor and any written feedback that he/she provided. Also, in papers I ask you to re-write, make sure to attached the original graded paper.

AMERICANS WITH DISABILITIES ACT:

Students who are entitled to accommodations under the ADA can contact me at their earliest convenience to make appropriate arrangements. I adhere to all rules and regulations set forth by CSUB’s Services for Students with Disabilities (SSD) office http://www.csub.edu/UnivServices/SSD/. (Tel. 654-3360)   

NOTE: The above schedule and procedures in this course are subject to change in the event of extenuating circumstances.